Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher : Hannah Hougen

Date: 9 November 2016

Subject/ Topic/ Theme: Fairy Tale Unit Lesson 3: The Three Little Pigs

Grade: 1st

I. Objectives
How does this lesson connect to the unit plan?
This is the third lesson in the unit on fairy tales. It will review Goldilocks and The Three Bears & Parts of a Story from Lesson 2, and then
introduce describing characters/character traits and the story The Three Little Pigs.
cognitiveR U Ap An E C*

Learners will be able to:

Identify fairy tale aspects, characters, plot, and setting in the story The
Three Little Pigs
Describe a classmates characteristics along with characters in The
Three Little Pigs and from previously taught fairy tales
Share ideas/artwork with table during review at the beginning of the
lesson
Understand that character traits can be physical or internal/personality
based

physical
development

socioemotional

R
R

*
U

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.RL.1.1 Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RL.1.3 Describe characters, settings, and major events in a story, using key details
CCSS.ELA-LITERACY.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
CCSS.ELA-LITERACY.RL.1.9 Compare and contrast the adventures and experiences of characters in stories.
CCSS.ELA-LITERACY.RI.1.7 Use the illustrations and details in a text to describe its key ideas.

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Outline assessment
activities
(applicable to this lesson)

-Students will be familiar with the stories from Lesson 1, Red Riding Hood and Lon
Po Po, and the stories from Lesson 2, Goldilocks and The Three Bears and The Story
of The Three Bears
-Students will have learned the characteristics of a fairy tale
-Students will have learned the parts of a story (including plot, setting, and
characters)
Pre-assessment (for learning):
Formative (for learning):

--Review Lesson 2: students draw the setting and characters of the Three Bears
-Students will name the characteristics of a classmate and several fictional characters
-Students will collaborate as a class to help complete the fairy tale characteristics, setting, plot, and
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characters of The Three Little Pigs

Formative (as learning):

-The class will complete a chart identifying Still want to know and Learned within the Fairy Tale
Unit
Summative (of learning):

What barriers might this

lesson present?

What will it take

neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide Multiple Means of

Representation

Provide Multiple Means of Action

and Expression

Provide Multiple Means of

Engagement

Provide options for perceptionmaking information perceptible

-read story aloud while showing
illustrations
-write key components of class
discussion on the board to see
visually
-show video Whos Afraid of the
Big Bad Wolf? after reading story

Provide options for physical

action- increase options for
interaction
-Vary methods for response by
asking students to review by means
of drawing
-take a poll of preferred fairy tale
by moving to one rea of the rug

Provide options for recruiting

interest- choice, relevance, value,
authenticity, minimize threats
-optimize relevance by describing
the traits of a student in the class
before talking about the character
traits of the fictional characters

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
-clarify definition of character
trait

Provide options for expression

and communication- increase
medium of expression

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Provide options for

comprehension- activate, apply &
highlight

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?

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-communicate story
through book & animated
video/song

Provide options for executive

functions- coordinate short &
long term goals, monitor progress,
and modify strategies

-The Three Little Pigs

-Computer/projector to play Whos afraid of the big bad wolf video
-Easel/Unit Notebook/Marker
-review handout for beginning of lesson
-White board/marker

-foster collaboration by
allowing students to
discuss/share their artwork
with one another as table
groups
Provide options for selfregulation- expectations, personal
skills and strategies, selfassessment & reflection
-facilitate reflection through the use
of a want to know/learned chart
-students participate in a poll to
reflect on what their favorite fairy
tale is

How will your classroom

be set up for this lesson?
III. The Plan
Comp
Time onents
0:00
Motiva
tion
(openin
g/
introdu
ction/
engage
ment)

6:45

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or prompts.
(connect to previous lesson)
Who remembers what story we talked about last time?
(Goldilocks & the Three Bears)
-students are attentive and raise hands to answer
Who can tell me what setting means? (where the story
takes place)

Todays challenge is for you to draw the setting and

characters from Goldilocks and The Three Bears. When
youre done, I want you to share your drawing with the
people sitting around you. Please do your best work, and
you may use crayons if you want. You will have 4 minutes
to complete this task.
-Direct students to rug
-Orally discuss what they drew as a class as a way to
review Goldilocks & The Three Bears

4:30
6:00

-The students will start in their desks during review time, then move to the rug so that they can see the
unit notebook on the easel
-The students will need to move back and face the front of the classroom in order to watch the video
-Students will move to the designated spot on the rug during poll

Develo
pment
(the
largest
compo
nent or
main
body of
the
lesson)

- Today were going to talk about character traits. Does

anyone know what that means?
- Character traits are how we can describe the characters
in the story.
-provide a list of sample physical character traits
(hair color, eye color, size descriptions, etc)
-choose an attentive student to be an example.
-____ you are doing a great job of listening. Come up to
the front and we will talk about your traits!

-students draw setting & characters from

Goldilocks & The Three Bears, share their
drawings with their classmates when finished

-students move to rug, raise hands to answer

-students raise hands to answer

-students name characteristics of the example

student, both physical and personality

-make a list of the students physical traits

8:00

-choose another student to pick a character from one of the

unit fairy tales, ask them to name one of their
characteristics

-students respond when called on

-open responses up to the whole class, make a list of

physical traits of the fairy tale character
-Read The Three Little Pigs
9:00
16:00

-Fill out Unit Chart for three little pigs (fairy tale
characteristics, plot, setting, characters)

-students listen attentively

-students raise hand to answer

-Show video of Big Bad Wolf

21:00
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-talk about video: What did you like? Did you notice any

-students watch quietly

differences?
-students raise hands and provide responses
-Compare the 1st, 2nd, and 3rd pig

23:00

27:00
-Create Know/Want to know chart on the board
To look at what weve learned so far about fairy tales, lets
name some things youve learned and some things you still
would like to know.

30:00

Closur
e
(conclu
sion,
culmin
ation,
wrapup)

-facilitate poll
Were going to take another poll today of your
favorite fairy tale story so far. If you liked Red
Riding Hood the best, go here. If you like Lon Po
Po the most go here. If you liked Goldilocks &
the Three Bears most, go here. If your favorite
was The Story of the Three Bears, go here.
Finally, if you liked The Three Little Pigs best, go
to this spot.

-students apply the lesson the pigs learned to their

own life, raising hands to answer

-students raise hands to contribute answers to

discussion
-students respond to poll by moving to

different areas of the rug

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

Professor Sjoerdsma came to observe this lesson. It started off well with a formative assessment that
involved the students illustrating the setting and characters of the 2nd lesson, Goldilocks and the Three Bears.
This went much more smoothly than having the students write down fairy tale characteristics, because the
students are significantly more comfortable with drawing than writing. Though they enjoy making art work, to
my dismay I had to rush them through this and cut some students off for the sake of time, though I would have
preferred to give them at least a few more minutes. The students did well with this assessment, and most of
them were accurate in drawing some combination of trees, a house, Goldilocks, and The Three Bears.
The focus of Lesson 3 was teaching about character traits. Looking back, I think this is too abstract of
a concept for students to understand. While there is a state standard that says first graders should Describe
characters, settings, and major events in a story, using key details, introducing both physical characteristics
and personality traits in the same short lesson was too much. I think asking the students to name physical traits
that they can see should have been the extent of this topic, at least for one days lesson. I think starting off by
naming the characteristics of a classmate was a strength of this segment, because the students seemed to enjoy
this. When I looked for descriptions of his personality, however, the students struggled.
While reading this story, the students read certain parts chorally along with me. I was not expecting
this, because I did not anticipate that the class would be so familiar with fairy tales. If I did this again, I would
encourage the choral reading more and specify which parts the students should read with me. After reading, we
named fairy tale characteristics, along with the plot, setting, and characters. This all went quite smoothly, and I
called on students without raised hands successfully.
After reading the story, I showed a video of the story as sung in a Disney movie. The students enjoyed
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this, and afterwards asked if we could watch it again. However, throughout the video some students seemed
distracted and there were at least six students engaged in side conversations. In the future, I would verbalize my
expectations for the students before playing the video: Sit cross-legged, face the screen, and do not talk to those
around you. After watching the video, I asked students what lesson they think the 3 pigs learned, however I
think this level of thinking was too complex for them. In my revised lesson plans, I removed this piece.
In this Lesson, time again felt very tight. I did not compare the video with the book as I had planned,
although I do think this would have been a useful review of both Venn Diagrams and the features of the story. I
also did not facilitate a Want to Know/Learned chart as I had planned, which was a disappointment. I think in
my own classroom, this lesson would also be better off split into two 20 minute lessons rather than a thirty
minute one.

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